Look-Say-Cover-Write-Say-Check and Old Way/New Way - Mediational Learning: A Comparison of the Effectiveness of Two Tutoring Programs for Children with Persistent Spelling Difficulties
| avondale-bepress.context-key | 2802298 | |
| avondale-bepress.submission-path | edu_papers/31 | |
| avondale.affiliate | Fisher, Barbara; 0000-0002-0799-2255 | |
| avondale.department | Christian Education Research Centre | |
| avondale.faculty | Education | |
| avondale.reporting.version | Published Version | |
| dc.contributor.author | Greive, Cedric | |
| dc.contributor.author | Cozens, Merle E. | |
| dc.contributor.author | Fisher, Barbara J. | |
| dc.date.accessioned | 2023-11-01T00:22:08Z | |
| dc.date.available | 2023-11-01T00:22:08Z | |
| dc.date.issued | 2007-01-01 | |
| dc.date.submitted | 2012-04-26T20:58:17Z | |
| dc.description.abstract | <p>The goal of this research was to compare the effectiveness of the Look-Say-Cover-Write-Say-Check and Old Way/New Way Mediational Learning approaches to spelling remediation. Prior to commencing the research program, selected third and fourth year Bachelor of Education (Primary) pre-service teachers were trained by the first author in tutoring methods in both spelling remediation approaches. Participants consisted of 25 students, ages 7-12, from local community schools, who were randomly allocated to one of the two treatment conditions. The program involved one-on-one tutoring by the trained pre-service teachers, under the mentorship of the first author. Statistical analysis of the pre- and post-test results indicated significant improvement for both groups, but one method did not emerge as superior to the other.</p> | |
| dc.identifier.citation | <p>Fisher, B., Cozens, M. E., & Greive, C. (2007). Look-say-cover-write-say-check and old way/new way - mediational learning: A comparison of the effectiveness of two tutoring programs for children with persistent spelling difficulties. <em>Special Education Perspectives, 16</em>(1), 19-38.</p> | |
| dc.identifier.issn | 1038-6475 | |
| dc.identifier.uri | https://research.avondale.edu.au/handle/1897/02802298 | |
| dc.language.iso | en_us | |
| dc.provenance | <p>This article was originally published as: </p><p>Fisher, B., Cozens, M. E., & Greive, C. (2007). Look-say-cover-write-say-check and old way/new way - mediational learning: A comparison of the effectiveness of two tutoring programs for children with persistent spelling difficulties. <em>Special Education Perspectives, 16</em>(1), 19-38.</p><p>ISSN: 1038-6475</p> | |
| dc.relation.ispartof | Special Education Perspectives | |
| dc.rights | <p><em>Special Education Perspectives</em> is published by The Australian Association of Special Education Inc. (AASE). The journal may be accessed <a href="http://www.aase.edu.au/index.php?option=com_content&view=article&id=68&Itemid=103">here</a></p> <p>Staff and Students of Avondale College may access this article via a library PRIMO search <a href="http://www.avondale.edu.au/library">here.</a></p> | |
| dc.subject | spelling remediation | |
| dc.subject | tutoring methods | |
| dc.subject | training spelling tutors | |
| dc.subject | spelling intervention for children | |
| dc.subject | poor spellers | |
| dc.title | Look-Say-Cover-Write-Say-Check and Old Way/New Way - Mediational Learning: A Comparison of the Effectiveness of Two Tutoring Programs for Children with Persistent Spelling Difficulties | |
| dc.type | Journal Article |
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